Objective: This study investigated third-year students' experience with the emergency medicine (EM) component in integrated longitudinal programs. The study aimed to see if EM could be integrated into third-year integrated longitudinal programs while addressing accreditation standards and increasing interest in EM.
Methods: The authors surveyed students who participated in an integrated longitudinal program at University of California San Francisco School of Medicine (UCSF) from 2010 to 2012. The survey focused on four areas of EM: fit within an integrated longitudinal program; development of critical decision-making and judgment skills; development of differential diagnoses and treatment plans; increased interest in pursuing EM.
Results: Overall, students thought that EM fits well with the goals of an integrated longitudinal curriculum. They also thought that it helped them develop their decision-making, clinical judgment, differential diagnoses, and treatment plans. There was also an increased interest in pursuing EM as a career option because of the EM component.
Conclusions: EM can be well integrated into a third-year longitudinal curriculum. The undifferentiated patient work-up helps students develop critical skills in assessment and management. The lack of continuity did not interfere with the integrated longitudinal curriculum, instead the experience enhanced it.
Keywords: assessment; emergency medicine; longitudinal; management; undifferentiated patient.